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Teacher-Student Relationships (Spilt et al., 2011), Fulfillment of the…
Teacher-Student Relationships (Spilt et al., 2011)
Theoretical Perspectives
Self Determination Theory of Motivation (Deci & Ryan, 1998 2000)
4 types of motivation
external regulation: "... When I devote time to individual meetings with students, I do so because I want parents to appreciate my knowledge and familiarity with the children
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Attachment Theory (Bowlby, 1969,1992)
attachment:
Within attachment theory the motivation for belonging can be recognized in the attachment behavior of individuals.
The Psychological aim of affectional bonds: achieve or maintain emotional security
dual relationship (Davis, 2006): teachers use their relationship with students to meet their own psychological needs (teachers are also care-seekers, not only caregivers)
internal working model: The experiences gained in attachment relationships become internalized into mental representations of relationships that guide social information processing in a consistent and predictable manner (Bowlby 1969/1982). This has important consequences for future social relationships. According to attachment theory, internal working models of relationships contain generalized information about the self, others, and self–other relationships that shape the development of new relationships (Bretherton et al. 1989; Main et al. 1985).
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implicit theories In a similar vein, Chang and Davis (2009) assert that teachers hold implicit theories about the nature of classroom relationships (with impact on e.g. investment efforts of a teacher in a student-teacher relationship)
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Effects on Emotions
According to the "Transactional Model of Stress and Coping" (Lazarus, 1991), negative emotions are the keys to understanding the effects of external stressors on wellbeing
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self-determination theory of motivation: warm teacher–student relationships contribute to teachers’ self-determined or autonomous motivation, which is primarily characterized by positive feelings.
emotions = key role in research on stress & burnout (Lazarus, 2006)
teachers' nature and intensity of emotions in daily interactions with students are defined by mental relationship-models with students
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Fulfillment of the three basic needs contributes positively to intrinsic motivation where the job is primarily done for pure interest and its inherent enjoyment and satisfaction
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3 different levels of generalization (Sibley and Overall,2008
the need for relatedness
(basic human need for social interaction)
both valid for STD and attachment theory>
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